Abstract
<p>In the context of lifelong learning, non-formal education programs are increasingly gaining ground, as they both address weaknesses in the formal education system and help learners respond to new demands that arise in the course of their lives. The present study investigates, through a qualitative approach, the participation of 97 students of the Department of Early Childhood Education (Aristotle University of Thessaloniki) in non-formal adult education programs. Our findings indicate that all students do participate in non-formal education programs, selecting the programs mainly related to education that will complement and facilitate their university studies, as well as enhance their formal and substantive qualifications as early childhood educators. In addition, they participate in programs to make creative use of their leisure time, to create and develop their social networks, but also for the joy of learning something new. Regarding the importance of the learning outcomes they acquire, students focus mainly on attitudes and skills, making it clear that in addition to instrumental knowledge, they also anticipate the acquisition of communicative and emancipatory knowledge.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0174/a.php" alt="Hit counter" /></p>
Highlights
IntroductionThe research methodology followed for data collection and processing is analyzed, followed by the presentation and the discussion on the main findings and conclusions of the research
This paper investigates the participation of students, who attended this course in the winter semester of the academic year (2020-2021), in non-formal education programs
Participation in dance, sports and music, photography, crafts programs can help them obtain a sense of personal fulfillment and make better use of their leisure time, while participation in programs related to special education, intercultural learning, first aid lessons, music therapy, crafts, animation activities, religious education, and environmental activities can contribute both to strengthening their essential qualities as early childhood educators as well as to their self-fulfillment as individual personalities
Summary
The research methodology followed for data collection and processing is analyzed, followed by the presentation and the discussion on the main findings and conclusions of the research
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